The impact of a

Multicultural Teaching
Assistant Program on
Student International Posture
Benjamin Rentler & Malcolm Larking
 IP is a construct used to measure student
openness towards different cultures,
interest in international affairs, readiness
to communicate in multicultural settings,
and willingness to go overseas to study or
work.
 Presentation Layout

01. Teaching Assistants 02. Research Question

at our University

Methods and Design Hypothesized

03. pre/post survey
04. Outcomes and
limitations
Teaching Assistants at our
University English Program
- International English-basis
students
- Training provided
- Enter A-courses twice a week
 Why are TAs
important for the
University?

University Mission Statement: Creating an educational system in which students can

grow in an environment of different cultures and values.
Center for Language Education Learning Goal: Obtain English skills to
communicate effectively in multicultural contexts
 Other benefits of International Posture:
The continuum!
Willingness to
communicate

Co
nfi
de
nc
International e English
Posture Proficiency

Motivation

(Figure modified from Yashima, 2009)

Sounds good, so what’s the problem?

Implementation of TAs in
English Programs
Lack of Research

What impact does having TAs

Recruitment and training of TAs
have on students? Specifically,
is in constant flux
their IP?
 Research
Question:
To what extent does the presence of an international
teaching assistant impact a student’s international posture
in the EFL classroom?
 Research Design: Pre/Post Survey
Survey:
1st semester students

Intergroup International
Having something
Vocation or
Approach- to communicate to
Activities / interest
Avoidance in International the world
Tendency News
 Preliminary Survey - Profile
• 142 respondents

• Freshman students (78%)

• Mostly living in AP House (58%)

• Most interactions with international people are at AP

House or APS/APM lectures

• Most have not studied abroad before (74%)

• Majority had an ALT (70%) once a week or less in junior or

high school
Intergroup Approach-Avoidance Tendency

• Meeting international students is a main reason for enrolling in

APU (61% strongly agree)

• Strong motivation to meet and make friends with international

students (86% agree or strongly agree)

• Avoidance tendency very low

• Approach tendency positive (e.g. living with foreigners, taking

part in volunteer activities to help foreigners)
Interest in International Vocation or
Activities
• High motivation to work overseas
(78% agree or strongly agree)

• High interest in international career

(85% agree or strongly agree)

• Less interested in a specific institution

(45% agree or strongly agree)

• Aren't against overseas work (89%)

 Interest in International News
• Strong disbelief that international affairs do not affect
daily life (89% disagree or strongly disagree)

• However, the majority do not watch or read foreign news

• Moderate interest in international affairs

• Half have thoughts or issues they want to share with people

from other parts of the world

• Two-thirds have opinions about international issues

 Preliminary Survey Summary
• Limited background in international exposure

• High motivation to meet and communicate with international

people

• Very low avoidance tendencies

• High motivation to have an international career, but lacking

focus

• Moderate interest and opinions in international affairs

Anticipated Outcomes
Expansion of global perspectives
Increased desire to learn more from
other cultures/ share their own
ideas with them

Desire to use English

TAs in classes may also benefit

students WTC in the classroom
 Next Steps

• Faculty and researcher interviews on TA programs

• Run a post-semester survey on TA influence

• Expand survey to other institutions in the fall semester

• Present post-semester findings at JALT INTL Conference

• Recommendations for TA training based on findings to

maximize students' International Posture
Thanks for your attention!
Questions, comments?

Email: rentler@apu.ac.jp & larkingm@apu.ac.jp

 References

Aubrey, S. (2011). Facilitating interaction in East Asian EFL classrooms: increasing studentsʼ
willingness to communicate. Language Education in Asia, 2(2), 237-45.

Brown, H., & Iyobe, B. (2014). The growth of English medium instruction in Japan. In N. Sonda &
A. Krause (Eds.), JALT2013 Conference Proceedings. Tokyo: JALT.

Ministry of Education, Culture, Sports, Science and Technology. (2014). Selection for the FY 2014
Top Global University Project [Press release]. Retrieved from
http://www.mext.go.jp/b_menu/houdou/26/09/__icsFiles/afieldfile/2014/10/07/1352218_02.pdf

Yashima, T. (2009). International posture and the ideal L2 self in the

Japanese EFL context. Motivation, language identity and the L2 self,
86(1), 144-163.
Thanks for your
attention! Do you have any questions?

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